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Educating Deaf LearnersCreating a Global Evidence Base$
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Harry Knoors and Marc Marschark

Print publication date: 2015

Print ISBN-13: 9780190215194

Published to Oxford Scholarship Online: November 2015

DOI: 10.1093/acprof:oso/9780190215194.001.0001

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The Role of the Environment in Children’s Emotion Socialization

The Role of the Environment in Children’s Emotion Socialization

The Case of Deaf and Hard-of-Hearing Children

(p.369) 16 The Role of the Environment in Children’s Emotion Socialization
Educating Deaf Learners

Carolien Rieffe

Anouk P. Netten

Evelien Broekhof

Guida Veiga

Oxford University Press

Adaptive emotion expression and communication are based on a lifelong learning process that depends on the social context through which the child experiences the world. Deaf and hard-of-hearing (DHH) children partly miss out on this learning environment. This affects their abilities for emotion understanding, regulation, and communication. This chapter describes the extent to which the main areas of emotional and social competence in DHH children and adolescents are on par with their hearing peers, to what extent these areas seem impaired or develop differently, and how we can explain this from limited access to the social environment with limited possibilities for social learning. The chapter describes how this atypical emotional development in DHH youth affects their social development for example causing more negative friendships than their hearing peers, and how this atypical emotional development is related to the development of mental health problems in some DHH children and adolescents.

Keywords:   children, adolescents, hearing loss, emotional competence, social competence, mental health, emotion recognition, emotion regulation, emotion vocabulary

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